curriculum ticklist 2016... · web vie

Rothwell Primary School Curriculum Overview – 2016-2018History National Curriculum Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

History National Curriculum CoverageBlack = statutory Blue – guidance, not statutory

Cycle 1 (If covered in Cycle 1 – add title for the topic.)


Pupils should be taught about: (Blue is not statutory.) Changes in Britain from the Stone Age to the Iron Age

Examples (non-statutory) This could include: late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture

What is Pre-history?

The Roman Empire and its impact on BritainExamples (non-statutory) This could include: Julius Caesar’s attempted invasion in 55-54 BC the Roman Empire by AD 42 and the power of its army successful invasion by Claudius and conquest, including Hadrian’s Wall British resistance, for example, Boudica ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

What did the Romans ever do for us?

Ancient Greece – a study of Greek life and achievements and their influence on the western world How did the Ancient Greeks change the world?

A local history/geog study – LeedsExamples (non-statutory) a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.

What was Leeds’ role in the Industrial Revolution?

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 – larger aspect of Injustice and equality for all: slavery/right to vote for all...

Crime & Punishment

1UKS2 Curriculum Y5/6.

History Skills – to be embedded as many times as appropriate to create deeper learning.

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To investigate and interpret the past-Use sources of evidence to deduce information about the past. Select suitable sources of evidence, giving reasons for choices.

* * *

-Use sources of information to form testable hypotheses about the past. * *

-Seek out and analyse a wide range of evidence in order to justify claims about the past.

* *

-Understand that no single source of evidence gives the full answer to questions about the past.

* *

To build an overview of world history -Compare some of the times studied with those of the other areas of interest around the world.

* *

-Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

* * *

To understand chronology-Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).

* * *

-Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. Use dates and terms accurately in describing events.

* *

To communicate historically -Use appropriate historical vocabulary to communicate, including: dates, time period, era, chronology, continuity, change, century, decade.

* * *

-Use literacy, numeracy and computing skills to a high standard in order to communicate information about the past.

*


Geography National Curriculum Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Geography National Curriculum Coverage Cycle 1 (If covered in Cycle 1 – add title for the topic.)


Pupils should be taught about:Locational Knowledge

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) concentrating on environmental regions, key physical and human characteristics, countries and major cities.

International FortnightKenyaPeruAustralia

International FortnightRussian focus linked to the World Cup hosting country.

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changed over time.

Identify the position and significance of latitude, longitude, the Prime/Greenwich Meridian and time zones (including day and night).

Extreme EarthWicked Whitby

Local study

Place Knowledge Understand geographical similarities and differences through the study of human and physical geography of

a region of the United Kingdom and a region in a European country.

Romans Local study

Human & Physical Geography Describe and understand key aspects of Physical geography, including; rivers, mountains, volcanoes and

earthquakes, and the water cycle

Extreme Earth

Human geography, including; the distribution of natural resources including energy, food, minerals and water.

Keen to be Green


Geography Skills and field work – to be embedded as many times as appropriate to create deeper learning.

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Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

* *

Use the eight points of a compass, six-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.

*

Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

*

Present findings about a different country, focusing on: landscape, landmarks, language, culture, features…

* *


Science National Curriculum - Purpose of study:The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. ‘Working and thinking scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read, spell and pronounce scientific vocabulary correctly.

National Curriculum Coverage - Science Cycle 1 Cycle 2Living things and their habitats. Pupils should be taught to:

describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird * describe the life process of reproduction in some plants and animals. * describe how living things are classified into broad groups according to common observable characteristics and

based on similarities and differences, including micro-organisms, plants and animals.*

give reasons for classifying plants and animals based on specific characteristics. *Animals including humans. Pupils should be taught to:

describe the changes as humans develop to old age. * identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood

vessels and blood *

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function * describe the ways in which nutrients and water are transported within animals, including humans. *

Properties and changes of materials. Pupils should be taught to: compare and group together everyday materials on the basis of their properties, including their hardness, solubility,

transparency, conductivity (electrical and thermal), and response to magnets*

know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

*

use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating

*

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

*

demonstrate that dissolving, mixing and changes of state are reversible changes * explain that some changes result in the formation of new materials, and that this kind of change is not usually

reversible, including changes associated with burning and the action of acid on bicarbonate of soda*


Earth and Space. Pupils should be taught to: describe the movement of the Earth, and other planets, relative to the Sun in the solar system * describe the movement of the Moon relative to the Earth * describe the Sun, Earth and Moon as approximately spherical bodies * use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky. *

Forces. Pupils should be taught to: explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and

the falling object*

identify the effects of air resistance, water resistance and friction, that act between moving surfaces * recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect *

Evolution and Inheritance. Pupils should be taught to: recognise that living things have changed over time and that fossils provide information about living things that

inhabited the Earth millions of years ago*

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

*

identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

*

Light. Pupils should be taught to: recognise that light appears to travel in straight lines . * use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light

into the eye*

explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

*

use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them

*

Electricity. Pupils should be taught to: associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit * compare and give reasons for variations in how components function, including the brightness of bulbs, the

loudness of buzzers and the on/off position of switches *

use recognised symbols when representing a simple circuit in a diagram. *


Science – Working Scienfiically.This will link directly t the SNAP Science resources, which have key opportunities built in.It is essential that children have these opportunities for developing and embedding their skills to work scientifically across the curriculum. These MUST be some aspect of this for each science topic. Au

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During years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:

planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

* * * * * * *

taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

* * *

recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

* * * * * * * *

using test results to make predictions to set up further comparative and fair tests

* * * * *

reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

* * * * * * * * * *

identifying scientific evidence that has been used to support or refute ideas or arguments

* * * * * * * *


Art and Design National Curriculum - Purpose of study:Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.Pupils should be taught:

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example,

pencil, charcoal, paint, clay] about great artists, architects and designers in history

National Curriculum Coverage - Art Cycle 1 (If covered in Cycle 1 – add title for the topic.)

Cycle 2 (If covered in Cycle 2– add title for the topic.)

Artists.Patrick Caulfield – bold still lifeLowryMonet – impressionism, nature.Andy Warhol – Pop ArtBanksy – William Morrishttp://www.bbc.co.uk/education/clips/zsghdmn

Thrills and Spills – Lowry focusIndustrial Revolution – William Morris

Links to other subjectsICT: Digital Media – Self image. (Art Express Unit 6).

Literacy:Reports on artists, discussing similarities, differences and artistic style.Instructional writing.History:Timeline of inspirational artists.Geography:Locating and comparing key artists.

Numeracy – Kandinsky artwork (shape)


http://www.bbc.co.uk/education/clips/zsghdmn

Art Skills – to be embedded as many times as appropriate to create deeper learning.

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Drawing Draw real objects- people, building, Still Life with increasing

accuracy – using shading and pattern to create shade and tone (shadows, sunlight etc)

* *

Experiment with various pencil tones, strokes and pattern. (Rather than just bold lines)

*

Recreate 3D space onto a 2D surface. *Painting

Create colour palettes suitable for task (e.g. green and blue water colours for a landscape / appropriate skin tone for portraits).

*

Utilise the qualities of various paints to add detail and interest. * Experiment with various brushes and tools to produce a range of textures

and colour. * *

Sculpture Develop their ability to observe and record by selecting and

recording the form, line, shape and pattern of a figure from different viewpoints.

* *

Develop practical skill by exploring techniques and control of equipment such as wire, Mod Roc).

Textiles: Extend their understanding of history and culture by learning how felt

is made. Develop practical skills by finding ways of joining material together. * Recognise and identify ways in which materials are manipulated and

used daily in different cultures. *

Demonstrate basic stitching techniques. *


Cross-curricular computing skills. To be applied in topics, these a core skills and they may well be used several times within a cycle or between cycles..(See explicit ICT lessons overview which follows on this document.)

Basic Skills to be taught throughout the year To follow the school rules of safe and sensible use of IT equipment. To produce quality work appropriate for the intended audience.To present information in a clear and interesting way.To create and name folders.To choose which software to use to perform a particular task.To know how to save and retrieve work (in personal folders or shared class folders, including online storage).To use ‘save as’ to name files appropriately in order for them to be easily retrieved.To look at, discuss and contribute to class pages of the school website (e.g. photographs, presentations, videos, word processed work, blogs etc).

Aspect Objectives/skills Outcomes Equip Cycle 1 – which topics can these skills be

embedded?

Cycle 2- which topics can these skills be

embedded?Digital Media / Presenting- Information Technology

To save images (photographs, clipart) from other sources e.g. the internet.To know that .gif and .jpeg are types of image files.To create and edit a sound recording.To record and edit video clips (cropping, adding sound and effects).To create a non-linear presentation with a contents page linking to other pages To use hyperlinks in presentations.To evaluate work with others, choosing a selection of presentations to play on the screens / upload to the school website

To use Ipads, cameras and microphones to record and playback images and sounds.

To create animated presentations (at least 5 slides).

To create animations linked to literacy, topic or focus weeks

To make multimedia presentations that include sound, animation, video and buttons to navigate.

Create and edit video clips using imovie.

cameras

microphones,

Imovie on macs and ipads.

School RadioFilm Making

Data Handling – Digital LiteracyTo recognise the grid layout of a spreadsheet program.To use the terms cell, row, and column.

To create graphs. Charts and tables

Produce and print a word processed report

Excel Spreadsheets


To input data accurately into a spreadsheet.To know that information can be stored as words, numbers or choices.To enter data, highlight it and make bar charts.To create different types of charts from data tables and copy and paste them into other documents.To sort data to find the largest and smallest.To know that spreadsheets can do a range of calculations.To enter a simple formula into a spreadsheet.

incorporating data, charts and graphs.

Text & Graphics- Digital Literacy

To use the spell checker and thesaurus to improve writing. To change the style and format of text to ensure it is appropriate for the intended audience / purpose. To structure information for clarity and accuracy. To use bullet points and numbering tools.

To present quality work using word processing programs.

Presentation Smart notebookWord

Using the internet & Internet Safety - ResearchTo conduct a search on a website.To use keywords in a search engine.To copy and paste information from the internet.To understand the need for security online.

To understand that I should only use the internet with a adult permission. To explore websites that have been recommended by my teacher (topic links).

Topic researchChildren understand how to use the internet safely, they know they must not share personal information on the internet and know how to get help if they have any concerns. Children should be able to explain this in pupil interviews / learning walks.

Cyber-bullying – How to stay safe online.


Topic and half term to be allocated... Cycle 1 – should have been taught this year. Cycle 2 is for next year. If you haven’t taught ICT this year, please check coverage with whoever taught this.

Year 5/6Cycle 1

Subject content Unit Target skills Software/ hardware

Year 5-6Cycle 1

Aut

-Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

-Use technology safely, respectfully and responsibly ; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact-Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Cyberbullying- create a comic stripCoding

Coding

Communication

ProgrammingFilming

Comic life 3

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Spr 1 - Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

- understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration

- Use technology safely, respectfully and responsibly ; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact

Multi – media presentation

News report – green screen

Presenting

Video recording/ editing

Smart notebook

Green screen

Spr 2 Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Use technology safely, respectfully and responsibly ; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact

Cybercrime Presentation I movie

Sum1 - Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content - Use technology safely, respectfully and responsibly ; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact

Multi media Presentation

Video recording

Video editing

Smart notebook

Sum 2 -Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Coding Design and write programs that

Scratch


-Use sequence, selection, and repetition in programs; work with variables and various forms of input and outputUse logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

control/simulate physical systems

Cycle 2

Aut 1

Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

Use technology safely, respectfully and responsibly ; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact

Evaluating and creating webpages

Combine elements from different packages

Google Sites

Aut 2 Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

Coding Design and write programs that control/simulate physical systems

Scratch

Spr 1 Select , use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

School Radio Ch create appropriate digital content using sound recording software.

Audacity

Spr 2 I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways. I can use drawing techniques, manually or electronically, to represent objects or ideas, enhancing them using effects such as light, shadow and textures. Throughout my learning, I experiment with the use of colour to develop an awareness of the effects and impacts it can have.

3D Modelling Ch extend their drawing skills to create 3D models.

Sketch Up

Sum 1 I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts. I can create, capture and manipulate sounds, text and images to communicate experiences, ideas and information in creative and engaging ways.

Film Making Explore various aspects of film-making. Choose and use appropriate software in order to complete tasks such as writing a script, researching information, filming and editing

Movie Maker


Sum 2 As I extend and enhance my knowledge of features of various types of software, including those which help find, organise, manage and access information, I can apply what I learn in different situations. I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology

Data Handling Understanding of spreadsheets and how they can be used. Children learn skills in formatting and entering specific formulas.

Excel

Music National Curriculum - PurposePupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Music Skills – to be embedded as many times as appropriate to create deeper learning.During KS2, pupils should be taught to:

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play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

*

improvise and compose music for a range of purposes using the inter-related dimensions of music

*

listen with attention to detail and recall sounds with increasing aural memory

*

use and understand staff and other musical notations *


appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

*

develop an understanding of the history of music. *

Design Technology National CurriculumThrough a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

DT Skills – General process to be followed for projects

When designing and making, pupils should be taught to:Explore:

To take inspiration from design throughout history Explore how products have been created.

Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or

groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams,

prototypes, pattern pieces and computer-aided design

Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their

functional properties and aesthetic qualitiesEvaluate


investigate and analyse a range of existing products

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

understand how key events and individuals in design and technology have helped shape the world

National Curriculum Coverage - DT Cycle 1 (If covered in Cycle 1 – add title for the

topic.)

Cycle 2 (If covered in Cycle 2– add title for the

topic.)

Electricals and electronics - Possible outcome: controllable vehicle

Science/ICT link. Create series and parallel circuits Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).

Thrills & Spills

Textiles - Possible outcome: article of clothing

• Create objects (such as a cushion) that employ a seam allowance.• Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration). • Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion).

Enrichment

Construction - Possible Outcome: Photograph frame

Link with electronics above.Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding).Possible outcome: controllable vehicleMechanics - Possible outcome: Moving toys

Understand and use mechanical systems in their products (e.g. gears, pulleys, cams, levers & linkages) Industrial Revolution – moving toys

Skills using materials

Cut materials accurately and safely by selecting appropriate tools. Measure and mark out to the nearest millimetre.

Romans


Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).

Select appropriate joining techniques.

ROTHWELL PRIMARY SCHOOLPHYSICAL EDUCATION – CURRICULUM MAP (Fundamental Movement Skills Programme - FUNS)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6TERM = AUTUMN 1 Real PE

(UNIT 1)

Coordination -Floor Movement Patterns (FUNS 10)Static Balance - One Leg Standing(FUNS 1)

Coordination -Floor Movement Patterns (FUNS 10)Static Balance - One Leg Standing(FUNS 1)

Cardio – Coordination – Floor Movement Patterns (FUNS 10)Cool Down - Static Balance - One Leg Standing (FUNS 1)

Cardio – Coordination – Floor Movement Patterns (FUNS 10)Cool Down - Static Balance - One Leg Standing (FUNS 1)

Invasion GamesFootball (FA Coach)

Invasion GamesFootball (FA Coach)

PERSONAL COGNITIVEAUTUMN 1 TERMSecond session

Dance (imoves) SWIMMING Athletics (Elevating Athletics)

Athletics (Elevating Athletics)

TERM = AUTUMN 2 Real PE

(UNIT 2)

Dynamic Balance to Agility (FUNS 6)Static Balance – Seated (FUNS 2)

Dynamic Balance to Agility (FUNS 6)Static Balance – Seated (FUNS 2)

Cardio – Dynamic Balance to Agility (FUNS 6)Cool Down – Static Balance – Seated (FUNS 2)

Cardio – Dynamic Balance to Agility (FUNS 6)Cool Down – Static Balance – Seated (FUNS 2)

Static Balance – Seated (FUNS 2)Static Balance – Floor Work (FUNS 3)

Static Balance – Seated (FUNS 2)Static Balance – Floor Work (FUNS 3)

SOCIAL CREATIVEAUTUMN 2 TERMSecond session

Gymnastics(Real Gym)

SWIMMING Gymnastics(Real Gym)

Gymnastics(Real Gym)

TERM = SPRING 1 Real PE

Dynamic Balance (FUNS 5)Static Balance –

Dynamic Balance (FUNS 5)Static Balance –

Cardio Dynamic Balance (FUNS 5)Cool Down –

Cardio Dynamic Balance (FUNS 5)Cool Down –

Dynamic Balance (FUNS 5)Counter Balance in

Dynamic Balance (FUNS 5)Counter Balance in


http://www.createdevelopment.co.uk/wh

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(UNIT 3)

Small Base (FUNS 4) Small Base (FUNS 4) Coordination – Ball Skills (FUNS 9)

Coordination – Ball Skills (FUNS 9)

Pairs (FUNS 7) Pairs (FUNS 7)

COGNITIVE SOCIAL

SPRING 1 TERMSecond session

Skipping Unit SWIMMING Dance (imoves) Dance (imoves)

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6TERM = SPRING 2 Real PE

(UNIT 4)

Coordination – Ball Skills (FUNS 9)Counter Balance in Pairs (FUNS 7)

Coordination – Ball Skills (FUNS 9)Counter Balance in Pairs (FUNS 7)

Cool Down Coordination with Equipment (FUNS 8)Cool Down - Counter Balance in Pairs (FUNS 7)

Cool Down Coordination with Equipment (FUNS 8)Cool Down - Counter Balance in Pairs (FUNS 7)

Static Balance – One Leg Standing (FUNS 1)Dynamic Balance to Agility (FUNS 6)

Static Balance – One Leg Standing (FUNS 1)Dynamic Balance to Agility (FUNS 6)

CREATIVE PHYSICAL SPRING 2 TERMSecond session

SWIMMING Dance (imoves) Invasion GamesNetball

Invasion GamesNetball

TERM = SUMMER 1 Real PE

(UNIT 5)

Coordination with Equipment (FUNS 8)Agility – Reaction/Response (FUNS 12)

Coordination with Equipment (FUNS 8)Agility – Reaction/Response (FUNS 12)

Cardio - Agility – Reaction/Response (FUNS 12)Cool Down – Static Balance – Floor Work (FUNS 3)

Cardio - Agility – Reaction/Response (FUNS 12)Cool Down – Static Balance – Floor Work (FUNS 3)

Static Balance – Small Base (FUNS 4)Coordination – Floor Movement Patterns (FUNS 10)

Static Balance – Small Base (FUNS 4)Coordination – Floor Movement Patterns (FUNS 10)

PHYSICAL HEALTH & FITNESSSUMMER 1 TERMSecond session

SWIMMING Skipping Unit Striking & FieldingCricket

Striking & FieldingCricket

TERM = SUMMER 2 Real PE

(UNIT 6)

Agility – Ball Chasing (FUNS 11)Static Balance – Floor Work (FUNS 3)

Agility – Ball Chasing (FUNS 11)Static Balance – Floor Work (FUNS 3)

Cardio - Agility – Ball Chasing (FUNS 11)Cool Down – Static Balance – Small Base (FUNS 4)

Cardio - Agility – Ball Chasing (FUNS 11)Cool Down – Static Balance – Small Base (FUNS 4)

Agility – Ball Chasing (FUNS 11)Coordination with Equipment (FUNS 8)

Agility – Ball Chasing (FUNS 11)Coordination with Equipment (FUNS 8)

HEALTH & FITNESS PERSONALSUMMER 2 TERMSecond session

Skipping Unit Skipping Unit SWIMMINGAthletics (Sports Day)

Gymnastics(Real Gym) Athletics (Sports Day)

OAA OAA

Swimming










The Department for Education has shown their commitment to school swimming by including swimming and water safety in the revised national curriculum for PE for schools in England.Coming into force from September 2014, the revised curriculum started to be taught in some schools from the autumn term of 2013.The National Curriculum states: "All schools must provide swimming instruction either in Key Stage 1 or Key Stage 2. In particular, pupils should be taught to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively such as front crawl, backstroke and breaststroke and perform safe self-rescue in different water-based situations."

Rothwell Primary School – REYear 5/6

There are three broad aims, each subdivided into two areas. A balance of these should be included in any curriculum plan at every key stage. Pupils and students should: A. Investigate the beliefs and practices of religions and other world views; B. Investigate how religions and other world views address questions of meaning, purpose & value; C. Investigate how religions and other world views influence morality, identity and diversity.

RE Coverage Cycle 1 Year 5 and 6 Autumn5.1 A Why are some places and journeys special? A

5.3 A Should we forgive others? B

5.4 A What matters most ? C How does religion help people choose between right and wrong? Can we create a code for living that will help the world?

6.3 A What is compassion and how can it be shown? B

Is it ever right for Sikhs to fight and, if so, in what way?What do Muslims teach and do about compassion?Is it ever right for Muslims to fight and, if so, in what way?ChristmasSpring

5.2 A What do we know about Islam ? A

6.2 A How do Christians express their beliefs ? A Easter

Summer6.1 A What does it mean to be a Sikh? A

RE Coverage Cycle 2 Year 5 and 6 – Covered in Enrichment sessions Autumn5.4 B What matters most? C Do rules matter? What is a code for living?5.3 B Should we forgive others? B What is forgiveness? 5.1 B Why are some places and journeys special? A

6.3 B What is compassion and how can it be shown? B What is compassion and what are its opposites?What is the Golden Rule?What do Christians teach and do about compassion?Is it ever right for Christians to fight and, if so, in what way?Can you challenge injustice and still be compassionate? How can we show compassion and avoid violence?Last 2 objectives to be covered in each cycle

ChristmasSpring5.2 B What do we know about Islam? A

6.2 B How do Christians express their beliefs? A EasterSummer


6.4 A How does growing up bring responsibilities and commitments? C What happens at rites of passage and why are these important for many religious believers?

6.1 B What does it mean to be a Sikh? A

6.4 B How does growing up bring responsibilities and commitments? C


curriculum ticklist 2016... · web vie

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